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(3.) Some examples [what kind of examples?]will highlight the process. Several years ago one of my students conducted a research project investigating preschoolers’ conceptions of[4] Native Americans[so they are investigating at how old would they think children started on stereotypes?]. Using children at a local day care center as her participants, she asked these three- and four-year-olds to draw a picture of a Native American. Most children were stumped by her request[wow]. They didn’t know what a Native American was. But when she rephrased the question and asked them to draw a picture of an Indian, they readily complied. Almost every picture included one central feature: feathers. In fact, many of them also included a weapon—a knife or tomahawk—and depicted the person in violent or aggressive terms. [so what is it that had the children to think that way towards Native Americans?] {similar much?}



Although it wasn't so much because it was only a short example, the next paragraph explains the question I put 'So what is it that had the children to think that way towards Native Americans?' I was also a bit shocked that the fact that they are mixing up the idea of children mixing up the terms Native American and Indian. How children would have the idea of such expressions and have feathers as decorations are really coming from some influence from something. The next paragraph also explains about how they are being influenced by those things that resulted in stereotypes.